Highlighting the Relevance of Mathematics to Secondary School Students – Why and How

Fitzmaurice, Olivia; O’Meara, Niamh; Johnson, Patrick

doi:10.20897/ejsteme/10895

Cited by 16 publications

(16 citation statements)

References 29 publications

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“…The usefulness and worth of mathematics education are possibly being communicated with the help of a classroom curriculum. The study of Fitzmaurice et al (2021) elaborates that mathematics education is designed and delivered in a way that helps students in solving their course-related problems and everyday-life situations. When the real-world contexts are embedded within mathematics, it potentially highlights its significance to teachers as well as students and boosts interest, motivation, and achievement.…”

Section: Discussionmentioning

confidence: 99%

Improving the effectiveness of senior graders’ education based on the development of mathematical intuition and logic: Kazakhstan’s experience

et al. 2022

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Mathematical learning in many developing nations is below average due to which students face difficulties in solving the equations and problems of mathematics as a result of limited understanding of the main concepts and reliance upon intuition as well as memorization. This study is focused on analyzing the effectiveness of senior graders’ education based on the development of mathematical intuition and logic in the context of Kazakhstan’s educational system. The quantitative research method and primary data sources were used for this research with a 147 sample size, which was selected by using a random strategy of sampling. With the use of IBM SPSS STATISTICS for data analysis, it was concluded that mathematical intuition and logic have a positive influence on the effectiveness of a student’s education. Effective strategies, such as rote learning instructions, problem-based learning, RME approach, mathematical reasoning, etc., are essential for enhancing the capabilities of studies in learning mathematics. It is found that there is a significant and positive association between student effectiveness and the logical reasoning abilities of students. Additionally, a positive and moderate relationship is noticed between the critical thinking of students, problem-solving abilities of students, and student effectiveness. Nevertheless, the main limitation of this study is that with small sample size, the findings of the study cannot be generalized; therefore, a large sample size would increase the reliability of the results in the future research. However, in the context of Kazakhstan, this study potentially contributes to the existing literature by presenting conclusive findings in the context of mathematical logic and intuition and student effectiveness.

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Section: Discussionmentioning

confidence: 99%

Improving the effectiveness of senior graders’ education based on the development of mathematical intuition and logic: Kazakhstan’s experience

et al. 2022

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“…Students in the experimental condition scored significantly better on mathematics than students in the control condition after two years of the intervention. For students in the experimental condition, the relevance of mathematics might have become clearer and less abstract throughout the learning modules, leading to an improved understanding of mathematical concepts and applications (Fitzmaurice, O'Meara and Johnson, 2021). While outcomes on both mathematics knowledge and mathematics application could be considered as medium effects according to Cohen (1988), the largest effect was found for mathematics application.…”

Section: General Intervention Effectsmentioning

confidence: 99%

Integrated STEM Education: The Effects of a Long-Term Intervention on Students’ Cognitive Performance

Loof

Pauw

Petegem

2022

European Journal of STEM Education

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Integrated Science, Technology, Engineering and Mathematics (iSTEM) education is a promising approach to attracting more qualified and better motivated students to STEM fields. In this study, we respond to one of the salient challenges facing integrated STEM educational research, namely investigating its educational impact. We developed a large-scale intervention where all STEM components are integrated and examined the impact this integrated STEM curriculum has had on cognitive performances regarding physics, mathematics, technological concepts, and integrated physics and mathematics. In total, 859 grade 9 students, distributed across 39 Flemish different schools, participated in a long-term study. The results of multilevel analyses show that iSTEM education had positive effects on cognitive performance in terms of mathematics knowledge and application and technological concepts. Also, differential intervention effects were found with regard to student characteristics. Since the impact was only apparent after two years, we stress the importance of a long-term integrated STEM approach.

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“…All over the world, every nation strives to offer their young ones the best education, including mathematics education [1]. As the world advances in technology, studying mathematics is no longer an option but a necessity [2]. Studies have demonstrated that mathematics is the building block for all other science subjects, including humanities, business, and technology [3,4].…”

Section: Introductionmentioning

confidence: 99%

High School Teachers’ Perceptions and Practices of Mathematics Curriculum in Ghana

Oppong-Gyebi¹,

Atta²,

Amo-Asante³

et al. 2023

Education Research International

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How do mathematics teachers view about the curriculum can affect their role in classroom activities. In this context, this study examined teachers’ perceptions of the math curriculum for senior high schools in Ghana and their interrelation with classroom practices. Quantitative data were collected from a random sample of 69 mathematics teachers across the senior high schools in the Ashanti Region of Ghana. The results of the data showed that the teachers have confidence toward the subject. However, they view math curriculum as a rigid and abstract with more theoretical practices rather than practical connection, which they think is nonrealistic and irrelevant in the current form. Most of the math teachers were not confident about linking the classroom activities to students’ real life. They do not have sufficient knowledge and experience in curriculum design. In this sense, the core mathematics curriculum for Ghanaian senior high schools is not realistic and relevant. Some curriculum recommendations have been suggested at the end of this paper.

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Highlighting the Relevance of Mathematics to Secondary School Students – Why and How

Cited by 16 publications

References 29 publications

Improving the effectiveness of senior graders’ education based on the development of mathematical intuition and logic: Kazakhstan’s experience

Improving the effectiveness of senior graders’ education based on the development of mathematical intuition and logic: Kazakhstan’s experience

Integrated STEM Education: The Effects of a Long-Term Intervention on Students’ Cognitive Performance

High School Teachers’ Perceptions and Practices of Mathematics Curriculum in Ghana

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